Outcomes of Early Adopters Implementing the Flipped Classroom Approach in Undergraduate STEM Courses
Author:
Funder
Eastern Washington University
Publisher
Springer Science and Business Media LLC
Subject
General Engineering,Education
Link
https://link.springer.com/content/pdf/10.1007/s10956-023-10066-9.pdf
Reference48 articles.
1. Adams, A. E. M., Garcia, J., & Traustadóttir, T. et al. (2016). A quasi experiment to determine the effectiveness of a “partially flipped” versus “fully flipped” undergraduate class in genetics and evolution. CBE—Life Sciences Education, 15(2), ar11. https://doi.org/10.1187/cbe.15-07-0157
2. Andrews, T. C., & Lemons, P. P. (2015). It’s personal: Biology instructors prioritize personal evidence over empirical evidence in teaching decisions. CBE—Life Sciences Education, 14(1), ar7. https://doi.org/10.1187/cbe.14-05-0084
3. Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. et al. (2011). Active learning not associated with student learning in a random sample of college biology courses. CBE—Life Sciences Education, 10(4), 394–405. https://doi.org/10.1187/cbe.11-07-0061
4. American Association for the Advancement of Science. (2011). Vision and change: A call to action, final report. AAAS.
5. Barral, A. M., Ardi-Pastores, V. C., & Simmons, R. E. et al. (2018). Student learning in an accelerated introductory biology course is significantly enhanced by a flipped-learning environment. CBE—Life Sciences Education, 17(3), ar38. https://doi.org/10.1187/cbe.17-07-0129
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